Hong Gang Jin, the William R. Kenan Professor of East Asian Languages and Literatures, chaired a panel "Experimental and Studies of Task-based Instruction: Roles and Effects of Task Nature, Conditions, Process and Procedures" at the annual ACTFL (American Council of Teachers of Foreign Languages) Conference in San Antonio in November.
Task-based approach, according to Nunan (2005), aims at providing opportunities for learners to explore a foreign language through learning activities which encourage the authentic, practical and functional use of language for meaningful purposes. This instructional approach has been recognized and sporadically adopted by instructors in the field of teaching Chinese as a foreign (CFL). However, task-based instruction (TBI) has rarely been systematically studied in terms of task nature, task types, conditions and procedures with regard to CFL teaching, nor has it been thoroughly reported about its pedagogical effects in CFL. The panel discussed the critical factors in TBI which affect the learner performance and consequently acquisition. Specifically, they focused on four factors: 1. the nature of tasks such as narrative or argumentative, with or without linguistic device, and macro-structure; 2. task conditions such as one-way or two-way communication, with or without information gap; 3. task process with corrective measures such as recasting; and 4. task design and implementing procedures.
Jin also presented a paper titled "Task Complexity of Two-Way Information Gap and Effects on Language Production and Interaction." It discussed the effect of task complexity on language production and interaction in a Chinese as foreign language context. Task complexity, according to Ellis (2003), refers to the cognitive demands the task requires in performance. Different task complexity can result in different learner participation and interaction, and consequently in different language production. Researchers claim that when the information is presented in the format of information gap in two way communication, such a condition promotes interaction and encourages more language production (Pinter, 2005; Pica, Kanagy, and Folodun, 1993; Ellis, 2003).
Such a claim, however, often relies on the data and results of a single task or single modality (mostly speaking) instead of a full task cycle across different language modality: speaking, reading, listening and writing. The effect of two-way information gap can not be validated until consistent results are obtained in a full task cycle across several modes. In order to further examine the effect of information gap and to obtain a better understanding of task conditions on language learning, it is necessary to carry out a study with multiple tasks in a full task cycle.
Twenty-four students of Chinese at the intermediate college level will participate in this study. The participants will be divided into two groups to perform tasks in two different conditions. A 3-stage task cycle will be used as part of the lesson activities. The tasks include a pre-task reading assignment; a core task of jigsaw activities solving a criminal case; and a post-task oral and written report. Each task is presented or performed with two conditions: two-way information gap (with some missing information); or complete information presentation. The process of performing tasks by the two groups will be recorded and analyzed.
The results of the language performance under two different task conditions were reported and discussed in three areas: analysis of learners' language production in terms of total number of error-free sentences, target forms and functions used, mean length of utterance and complexity of structures; analysis of learner-to-learner interaction in terms of number of conversational turns by each student, number of comprehension checks, confirmation checks and clarification requests, and evidence of negotiation of meaning during the task cycle; and, discussion of pedagogical implications in CLF teaching and learning.
Task-based approach, according to Nunan (2005), aims at providing opportunities for learners to explore a foreign language through learning activities which encourage the authentic, practical and functional use of language for meaningful purposes. This instructional approach has been recognized and sporadically adopted by instructors in the field of teaching Chinese as a foreign (CFL). However, task-based instruction (TBI) has rarely been systematically studied in terms of task nature, task types, conditions and procedures with regard to CFL teaching, nor has it been thoroughly reported about its pedagogical effects in CFL. The panel discussed the critical factors in TBI which affect the learner performance and consequently acquisition. Specifically, they focused on four factors: 1. the nature of tasks such as narrative or argumentative, with or without linguistic device, and macro-structure; 2. task conditions such as one-way or two-way communication, with or without information gap; 3. task process with corrective measures such as recasting; and 4. task design and implementing procedures.
Jin also presented a paper titled "Task Complexity of Two-Way Information Gap and Effects on Language Production and Interaction." It discussed the effect of task complexity on language production and interaction in a Chinese as foreign language context. Task complexity, according to Ellis (2003), refers to the cognitive demands the task requires in performance. Different task complexity can result in different learner participation and interaction, and consequently in different language production. Researchers claim that when the information is presented in the format of information gap in two way communication, such a condition promotes interaction and encourages more language production (Pinter, 2005; Pica, Kanagy, and Folodun, 1993; Ellis, 2003).
Such a claim, however, often relies on the data and results of a single task or single modality (mostly speaking) instead of a full task cycle across different language modality: speaking, reading, listening and writing. The effect of two-way information gap can not be validated until consistent results are obtained in a full task cycle across several modes. In order to further examine the effect of information gap and to obtain a better understanding of task conditions on language learning, it is necessary to carry out a study with multiple tasks in a full task cycle.
Twenty-four students of Chinese at the intermediate college level will participate in this study. The participants will be divided into two groups to perform tasks in two different conditions. A 3-stage task cycle will be used as part of the lesson activities. The tasks include a pre-task reading assignment; a core task of jigsaw activities solving a criminal case; and a post-task oral and written report. Each task is presented or performed with two conditions: two-way information gap (with some missing information); or complete information presentation. The process of performing tasks by the two groups will be recorded and analyzed.
The results of the language performance under two different task conditions were reported and discussed in three areas: analysis of learners' language production in terms of total number of error-free sentences, target forms and functions used, mean length of utterance and complexity of structures; analysis of learner-to-learner interaction in terms of number of conversational turns by each student, number of comprehension checks, confirmation checks and clarification requests, and evidence of negotiation of meaning during the task cycle; and, discussion of pedagogical implications in CLF teaching and learning.
